Abstract
Abstract The article presents an analysis of six semester‐long computer conferences moderated by university students to discover how students perceived and used the conferences. The two purposes of the conferences were to provide a meaningful, authentic context for preservice teachers to learn about technology and collaborative learning and to provide an opportunity for graduate students to learn to moderate computer conferences in an authentic context. A qualitative analysis of the conference data yielded the following findings: 1) student moderator roles reflect the influence of both instruction and personal communication styles, and 2) participants adopted behaviors that fostered communication in a text‐based environment and led to positive attitudes about computer conferencing. We conclude by identifying the critical tasks of moderators and participants in student‐moderated computer conferences.
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